Abstract
The study explored the influence of English teaching practices on the language confidence of Grade 4 students in District II, Division of Valencia City, for the school year 2024–2025. Specifically, it identified teachers’ preferred teaching strategies, assessed learners’ language confidence levels, and examined the relationship between the two. It also analyzed differences based on gender. Employing a descriptive-correlational research design, the study utilized adapted instruments from Correll (2016), Nunan (1998), and Griffee (1997), with 143 Grade 4 learners selected through simple random sampling. Statistical tools such as mean, standard deviation, Pearson correlation, and t-test were used for data analysis. Findings revealed that teachers "often" employed their preferred instructional practices, focusing mainly on reading discussions, written reflections, and workbook activities. Learners demonstrated a "sometimes" level of language confidence, suggesting inconsistent comfort in using English for communication tasks. Results further indicated no significant relationship between teaching practices and learners' language confidence, and no significant differences based on gender. These findings suggest that while teachers consistently implement favored methods, frequent use alone may not effectively boost learners’ language confidence. External factors such as emotional support, classroom climate, and learner autonomy may play a more crucial role. The study recommends that teachers integrate more communicative and engaging activities, such as group work and real-world speaking tasks, to foster a supportive environment that enhances students’ willingness to communicate. Educational leaders are encouraged to provide training that focuses not only on instructional strategies but also on fostering students' emotional readiness for language use. Future research is recommended to explore additional variables influencing language confidence and to adopt qualitative approaches for deeper understanding.
